Tag Archives: THINKING

These are the key ways in which chess helps to develop young (and not so young) minds: Chess improves focus and attention by encouraging sustained mental alertness. Chess develops the skill of tactical and strategic planning. Because players need to … Continue reading →

What is Critical Thinking? In a nutshell, critical thinking is not believing anything… unless the evidence for it is sound. Encoded in this definition are three elements: A sustained skeptical attitude towards the ideas and information which come your … Continue reading →

Let's begin with this scruffy little thing from urbandictionary.com : Contrary to the belief of many, a noob/n00b and a newbie/newb are not the same thing. Newbs are those who are new to some task and are very beginner at … Continue reading →

There you are: enjoying a nice meal in a nicely priced restaurant. Nothing too fancy, just a basic meal and some good company. And then the squeals begin. And the crying. And the shouting. And the nagging. And the running … Continue reading →

Don’t take Geography if you want to know what the capitals of the world’s countries are. Don’t take it if you’re interested in the major imports and exports of Tajikistan. And stay away from Geography if you like knowing the … Continue reading →

It's been four years since I got turned on to podcasts. I listen to new episodes on my commute to and from work, during my admin periods, while I'm blogging and just about whenever I can stitch a few moments … Continue reading →

As you no doubt know, constant reader (because I have gone on about it enough), I teach a chess class as an elective part of our Grade 9 curriculum. This year, as part of their final exam I asked … Continue reading →

(Your results may vary) I’ve been thinking quite a lot about thinking of late. Specifically, I’ve been researching the power of giving students time to think and to reflect – both about the content and skills we teach, as well … Continue reading →

I don't care about how well you do in your tests and exams. I don't care about how much time / money / effort you put into your assignments. I don't care about how well-behaved you are, or how well … Continue reading →

It's funny how often people's response to a new piece of research is “well I don't believe that”, or “that's not true for me”. Sometimes this response is justifiable – particularly if the methodology is suspect. Bad science needs to … Continue reading →

Ad hominem arguments are the tools of scoundrels and blackguards. Therefore, they are invalid.
If you had any consideration for my feelings, you wouldn’t argue from an appeal to pity.
What would your mother say if you argued from an appeal to sentiment?
I don’t understand how anyone could argue from an appeal to incredulity. Continue reading →

What is the value of creativity? How do I evaluate the reliability of a website? How do I stay safe online? Why is metacognition important? How do I learn most effectively? How do I create an engaging presentation? How … Continue reading →

Hans Rosling has shown us that the world is getting better. We have by far the greatest proportion of humanity moving out of absolute poverty that we have ever had. At the same time, Stephen Pinker proves that, remarkably, we … Continue reading →

Processing Learning is a system with inputs, processes and outputs. There has been much discussion in recent years around how we need to improve the inputs so that the outputs become more relevant and meaningful in the modern world. We … Continue reading →

Dear Margaret I read your article in The Globe and Mail (Saturday, Jun. 28 2014) with dismay. In the article, you assert that “21st century learning is nothing more than warmed-over romantic progressivism” with absolutely no evidence to support its … Continue reading →

10 Things That Sucking at Chess Has Taught Me About Life ♚ The Game I love playing chess. Mostly because it seems that I am involved in a very tiny way in one of the greatest collective intellectual achievements of … Continue reading →

You’ve got to love a good conspiracy theory. My favorite is the one about how Sir Paul McCartney is actually a doppelgänger who secretly replaced the first one after the original Paul’s unexpected death. Like all good conspiracy theories, this … Continue reading →

If you tell your child that school and learning are not that important in the grand scheme of things, and if you are never curious about anything, and if your entertainment choices involve more mindless television than enlightening reading, and if you close off avenues of thought for your kids through your own narrow-mindedness, and if you are bigoted and biased – how can you expect me to broaden your child’s mind? Continue reading →